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Abstract

Following an initial reflection stage with regard to the ICT- education relationship centered on the digital gap, there is a recognized need to also study the question with regard to the necessary training to take advantage of the available technological resources. However ,little attention is being paid to the symbolic dimensión of technology in general and ICT in particular, which generates seroius doubts regarding the real role played by culture in the discourse regarding digital culture as well as in the debate with regard to education in the society of knowledge. In this sense, the change of culture as a residual category to independent variable comes from recognizing that: (a) people do not only use technologies, but above all they personalize them, they endow them with sense and make them an integral part of their experience of the world. And that (b) said processes emerge not only from subjective experiences with ICT, but from robust cultural narratives having to do with technologies. This epistemological turn of events makes possible a multidimensional analysis of ICT in education, in which the convergence between the functional and sociocultural dimensions of technology would shed light on the contradiction that many critics of the new technologies have made manifest: the high availability of technological resources does not guarantee better results in the cognitive plane or an enrichment of our cultural capital as a society. From this it is clear that the introduction of an ambitious and dynamic cultural program needs to be decisive in the future of research having to do with ICT and higher education.